Teacher Resource Book

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1 HARCOURT R SCHOOL O PUBLISHE ERS Teacher Resource Book Developed by Education Development Center, Inc. through National Science Foundation Grant No. ESI

2 HARCOURT R SCHOOL O PUBLISHE ERS Copyright by Education Development Center, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individuals using the corresponding student s textbook or kit as the major vehicle for regular classroom instruction to photocopy entire pages from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 6277 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN 13: ISBN 10: If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. This program was funded in part through the National Science Foundation under Grant No. ESI Any opinions, findings, and conclusions or recommendations expressed in this program are those of the authors and do not necessarily reflect the views of the National Science Foundation.

3 Contents School Home Connection Chapter 1... SHC1 Chapter 2... SHC5 Chapter 3... SHC9 Chapter 4... SHC13 Chapter 5...SHC17 Chapter 6... SHC21 Chapter 7... SHC25 Chapter 8... SHC29 Chapter 9... SHC33 Chapter SHC37 Chapter SHC41 Chapter SHC45 Chapter SHC49 Chapter SHC53 Chapter SHC57 Activity Masters Features of Cross Number Puzzles... AM1 Rotated Cross Number Puzzles... AM2 Number Line and Input-Output Table... AM3 Rules Using Two Operations... AM4 Changing Cross Number Puzzles... AM5 6 8 Array... AM6 7 7 Array... AM7 Doubling or Adding Products... AM8 Factor Search Grid... AM9 Factor Search Cards AM10 AM13 Place Value Chart... AM14 Flip and Build Game Mat... AM15 Flip and Build Digit Cards... AM16 Square Number Grids 1 and 2...AM17 AM18 Investigating Common Factors... AM19 How Many Factors?... AM20 Cuisenaire Rods... AM21 Prime Numbers Less Than AM22 Multiples and Divisibility... AM23 Multiples and Digit Sums... AM24 Length Models for Fraction Machines... AM25 Comparing Fractions... AM26 Fraction Cards 1 and 2... AM27 AM28 Fraction Model Cards 1 and 2... AM29 AM30 Multiplication Records from Puzzles... AM31 Steps Away Tables... AM32 Multiplying Three-Digit Numbers by Two-Digit Numbers... AM33 Quadrant 1 Grid... AM34 Blank Grid with an L... AM35 Asymmetric Figures... AM36 iii

4 Contents Vertices of Reflected Figures... AM37 Identifying Transformations... AM38 Reflections... AM39 Drawing Transformations... AM40 Area Claim Grid... AM41 Area Claim Figure Cards... AM42 Area Claim Transformation Cards... AM43 Marilyn s Map... AM44 Blank Coordinate Grid... AM45 Race You To The Corner! Game Board... AM46 Race You To The Corner! Record Sheet... AM47 Hometown Heroes Home Runs... AM48 Heights of Basketball Players... AM49 Survey Data... AM50 Book Level Data... AM51 Data Measures Cards... AM52 Miles Traveled to Work... AM53 Spacecraft Cutout... AM54 Zooming In on the Number Line... AM55 Decimal Grid AM56 AM58 Decimals and Fractions for Tenths, Hundredths, and Thousandths... AM59 Hundredths Grid... AM60 Shading 1_... AM61 8 Who Has... Cards... AM62 I Have... Cards... AM63 How Much Is 3 and 4?... AM64 Multiplying, Un-Multiplying, Dividing, and Un-Dividing... AM65 Checking Division... AM66 Related Division Problems... AM67 Practice with Angles... AM68 Triangle Maze... AM69 Measure Me! Triangle AM70 AM73 First to 360 Game Boards AM74 AM76 Hidden Trapezoids and Zs... AM77 Drawing Another Intersecting Line... AM78 Classifying Quadrilaterals... AM79 Quadrilateral Experiment AM80 AM84 Quadrilateral Name Game Cards... AM85 AM86 Measuring Lengths... AM87 Directions Spinner... AM88 Centimeter Graph Paper... AM89 Parallelogram... AM90 Measuring Heights... AM91 Triangle and Trapezoid... AM92 Oddtown Playground... AM93 Polygon of Triangles... AM94 Fraction Bars 1 and 2... AM95 AM96 Fraction Sums and Differences Game Board... AM97 What is 1_ 2 1_?... AM98 3 Fraction Addition Game... AM99 Fractions of a Dozen... AM100 Nets A Z...AM101 AM126 Sorting Three-Dimensional Figures... AM127 Structures and Layers... AM128 Nets AA CC...AM129 AM131 Surface Area of Polyhedra... AM132 Balanced and Unbalanced Mobiles... AM133 More Mobiles... AM134 Which Equations Describe This Mobile?. AM135 Mobiles and Equations... AM136 The Balance Puzzle Scale and Spinner... AM137 iv

5 The Balance Puzzle Game Pieces... AM138 Number Trick Steps... AM139 Picture Puzzler Game Board... AM140 The Game Show Puzzle...AM141 Colors Spinner... AM142 Blank Cards... AM143 Number Pyramid Game Board... AM144 Class Results... AM145 Class Results Color Cubes... AM146 Sampling Experiment 2 Color Cubes... AM147 Littletown Data... AM148 Matching Quantities Cards... AM149 AM150 School Lunch Favorites...AM151 Temperature Graph... AM152 Graphing Tic-Tac-Toe... AM153 Conversion Graph I and II... AM154 AM155 Converting Quarts and Gallons... AM156 Conversion Graph III... AM157 Training for a Bike Race... AM158 Graph of a Bike Race... AM159 The Great Race Game Board... AM160 The Great Race Cards...AM161 AM62 Fahrenheit-Celsius Conversion... AM163 Vocabulary Vocabulary Maps... A K v

6 Think Math! Chapter 1 Dear Family, Your child is practicing addition, subtraction, multiplication, and division as he or she completes Cross Number Puzzles and Input-Output Machines. Students will also work with negative numbers and look for and record patterns in pairs of numbers. As students complete Cross Number Puzzles, they will realize that the order and grouping of numbers in addition does not affect the sum. The thick lines in the puzzles indicate that the quantities on both sides are equal, just as equals signs do. Complete the Cross Number Puzzle. Think: , so 83 is the missing number , or , so 18 is the missing number , or , so 146 is the missing number. Algebra: Machines and Puzzles VOCABULARY Here are some of the vocabulary words we use in class: Input A number that is the start of a process and is then acted on Output A number that is the result of some actions on an input Variable A letter or symbol that stands for one or more numbers Complete the input-output table. INPUT Add Multiply by OUTPUT OUTPUT Use this model and the toothpick activities on the back of this page to help your child understand number patterns. Encourage your child to do the toothpick activities with you and members of your family. Sincerely, School-Home Connection Teacher Resource Book SHC1

7 Toothpick Patterns Use toothpicks to copy the first three steps of each pattern. Answer the questions, and then test your prediction by extending the pattern with more toothpicks. What is a rule in words for the number of toothpicks in the pattern? If the pattern continues, how many toothpicks will be needed for Step 8? What is a rule in words for the number of toothpicks in the pattern? If the pattern continues, how many toothpicks will be needed for Step 6? What is a rule in words for the number of toothpicks in the pattern? If the pattern continues, how many toothpicks will be needed for Step 5? 1. Possible answer: Add 3 to the number of toothpicks to get to the next step.; Possible answer: Add 4 to the number of toothpicks to get to the next step.; Possible answer: Add 9 to the number of toothpicks to get to the next step.; 40 SHC2 Teacher Resource Book School-Home Connection

8 Nombre Fecha A pensar en Matemáticas! Capítulo 1 Estimados familiares: Su hijo está practicando operaciones de suma, resta, multiplicación y división por medio de Crucigramas numéricos y máquinas de entrada y salida. Los estudiantes también trabajarán con números negativos y, además, buscarán y anotarán los patrones de distintos pares de números. Al completar los Crucigramas numéricos, los estudiantes verán que ni el orden ni la agrupación de los números afectan el resultado de la suma. Las líneas gruesas de los crucigramas indican que las cantidades a uno y otro lado de ellas son siempre iguales, como ocurre con el signo de la igualdad. Completa el siguiente Crucigrama numérico. Piensa: , entonces el número que falta es el , o , entonces el número que falta es el , o , entonces el número que falta es el 146. Álgebra: Máquinas y crucigramas VOCABULARIO Estos son algunos de los términos de vocabulario que usamos en clase. Valor de entrada Número con que empieza un proceso y sobre el cual se realizan operaciones Valor de salida Número que se obtiene al hacer ciertas operaciones sobre un valor de entrada Variable Letra o símbolo que representa uno o más números Completa la siguiente tabla de entrada y salida. ENTRADA Sumar Multiplicar por SALIDA SALIDA Este modelo y las actividades con palillos que están en la página siguiente ayudarán a su hijo a comprender los patrones numéricos. Anímelo a realizar las actividades con palillos con usted y con otros familiares. Cordialmente, La escuela y la casa Recursos para el maestro SHC3

9 Patrones con palillos Usa palillos para copiar los tres primeros pasos de cada patrón. Responde las preguntas y luego extiende el patrón con más palillos para poner a prueba tus predicciones. Diversión Cómo podrías expresar con palabras una regla sobre el número de palillos que hay en el patrón? Si extiendes el patrón, cuántos palillos necesitarás en el Paso 8? Cómo podrías expresar con palabras una regla sobre el número de palillos que hay en el patrón? Si extiendes el patrón, cuántos palillos necesitarás en el Paso 6? Cómo podrías expresar con palabras una regla sobre el número de palillos que hay en el patrón? Si extiendes el patrón, cuántos palillos necesitarás en el Paso 5? 1. Respuesta posible: Para completar el paso siguiente, debes sumar 3 al número de palillos; Respuesta posible: Para completar el paso siguiente, debes sumar 4 al número de palillos; Respuesta posible: Para completar el paso siguiente, debes sumar 9 al número de palillos; 40 SHC4 Recursos para el maestro La escuela y la casa

10 Think Math! Chapter 2 Dear Family, Your child is studying multiplication of large numbers using a variety of strategies, including using area models, puzzles, doubling and adding, and square numbers. Your child is also learning to estimate products before multiplying. This is a way of checking whether an answer makes sense. Some examples of strategies that can be applied to a problem such as are shown below. Estimate the product: is close to 20 20, so the product is close to 400. Use a puzzle Double and Add. Multiply Multiplication and Large Numbers VOCABULARY Here are some of the vocabulary words we use in class: Factors Numbers that are multiplied Product The result of multiplying two or more numbers So, Then double 170 to get 17 20, or 340. Then add 17 3, or Use the strategies below to help your child practice multiplying large numbers You can double and then add You can use a puzzle , , , , ,475 Encourage your child to play the game on the back of this page with you and other members of your family. Sincerely, School-Home Connection Teacher Resource Book SHC5

11 Target Practice Players: two or more Materials: 18 index cards or paper squares calculator Getting Ready: Make 18 number cards. Write each number from 1 through 9 on two cards or paper squares. Mix up the cards and place them face down on a table. How to Play the Game 1One player names a target number that can be found by multiplying by 100; for example, 300, 500, 1,000, and so on. 2 Another player turns over 4 number cards. 3 All players use the digits on the cards to make two factors whose product is close to the target number. Suppose the target number is 2,000 and you have these number cards. Here are some possible factors pairs: Use a calculator to see whose product is closest to the target number. This player is the winner of the round and gets 1 point. 5 The first player to get 10 points wins the game. Here s another way to play the game: Add this rule: Score for closest product as usual. Then if a player s product is greater than the target number, the other player gets 1 bonus point. SHC6 Teacher Resource Book School-Home Connection

12 Nombre Fecha A pensar en Matemáticas! Capítulo 2 Estimados familiares: Su hijo está estudiando la multiplicación de números grandes por medio de diversas estrategias, como el uso de modelos de área, crucigramas, duplicación, suma y números cuadrados. También está aprendiendo a estimar productos antes de multiplicar. Esta es una manera de comprobar si una respuesta es correcta. A continuación, hay algunos ejemplos de estrategias que pueden aplicarse para resolver un problema como Estima el producto: se aproxima a 20 20, entonces el producto se aproxima a 400. Usa un crucigrama Entonces, Duplica y suma. Multiplica Luego, duplica 170; obtendrás o 340. Luego, suma 17 3 o Multiplicación y números grandes VOCABULARIO Estos son algunos de los términos de vocabulario que usamos en clase: Factores Los números que se multiplican Producto El resultado de la multiplicación de dos o más números Las siguientes estrategias ayudarán a su hijo a practicar la multiplicación de números grandes Puedes duplicar y luego sumar Puedes usar un crucigrama , , , , ,475 Anime a su hijo a jugar al juego que está en la página siguiente con usted y con otros familiares. La escuela y la casa Recursos para el maestro SHC7

13 Dar en el objetivo Jugadores: dos o más Diversión Materiales: 18 tarjetas de notas o cuadrados de papel calculadora Prepararse: Hagan 18 tarjetas de notas. Escriban los números del 1 al 9 en dos tarjetas o cuadrados de papel. Mezclen las tarjetas y colóquenlas boca abajo sobre la mesa. Cómo se juega 1Un jugador dice un número que será el objetivo; ese número puede hallarse multiplicando por 100; por ejemplo, 300, 500, 1,000, y así sucesivamente. 2 Otro jugador da vuelta 4 tarjetas. 3 Todos los jugadores usan los dígitos de las tarjetas para formar dos factores cuyo producto se aproxime al objetivo. Supongan que el objetivo es 2,000 y tienen estas tarjetas. Estos son algunos pares de factores posibles: Usen una calculadora para ver quién obtuvo el producto que más se aproxima al objetivo. El jugador que obtuvo ese número es el ganador de la ronda y obtiene 1 punto. 5 Gana el primer jugador que obtiene 10 puntos. Otra manera de jugar: Agreguen esta regla: Sigan anotándose 1 punto cuando obtengan el producto que más se aproxima al objetivo. Si el producto de un jugador es más grande que el objetivo, el otro jugador obtiene 1 punto extra. SHC8 Recursos para el maestro La escuela y la casa

14 Think Math! Chapter 3 Dear Family, Your child is studying factors, multiples, and divisibility. These topics focus on how numbers are built up from and can be broken down into factors and help your child explore the relationships among numbers. These three questions are all really the same question posed in different ways: Is 56 divisible by 3? Is 3 a factor of 56? Is 56 a multiple of 3? Your child is also learning that prime factors are the building blocks used to make composite numbers. Here are some of the types of problems your child is solving about factors, multiples, and primes. What is the mystery number? Greater than 40 but less than 70 Multiple of 8 Digit sum: 10 Use the clues in order. It could be any number from 41 through 69. It could be 48, 56, or 64. Only 64 has a digit sum of 10. What are all the factors of 36? Factor pairs are numbers whose product is the given number: 1 and 36, 2 and 18, 3 and 12, 4 and 9, 6 and 6, or 1, 2, 3, 4, 6, 9, 12, 18, and 36 (9 factors in all). Only square numbers have an odd number of factors. What are the prime factors of 24? The prime factors of 24 are 2, 2, 2, and 3. Use the practice activities here and the game on the back of this page to help your child understand factors and multiples. Encourage your child to play this game with you and other members of your family. Sincerely, Factoring and Prime Numbers VOCABULARY Here are some of the vocabulary words we use in class: Factor A number multiplied by another number to find a product Multiple The product of a whole number and any other whole number; , so 27 is a multiple of 3 and of 9 Prime Number A whole number that has exactly two factors (1 and itself) Composite Number A whole number that has more than two factors School-Home Connection Teacher Resource Book SHC9

15 Be a Number Detective This is a game for two players. The object of the game is to guess a mystery number and collect the least number of points. How to Play the Game Decide who will be the Number Detective and who will be the Clue Giver. The Clue Giver thinks of a mystery number from 20 to 100 and writes as many clues about that number as he or she can think of. The Clue Giver reads aloud the clues, one at a time. The Number Detective tries to guess the mystery number using as few of the clues as possible. For each round, the Number Detective gets 1 point for each clue used to guess the mystery number. Here is a sample round: The Clue Giver thinks of 81 and writes these clues. 81 Clues to the Mystery Number 1 The number is between 60 and The number is odd. 3 The number is a multiple of 9. 4 The sum of the digits is 9. 5 The tens digit is 7 more than the ones digit. 6 The number is a perfect square number. Is the number 63? Is the number 72? Is the number 81? The Number Detective guesses the number after 5 clues and scores 5 points. Play three more rounds. Then add up your scores. The player with the lower score is the winner. SHC10 Teacher Resource Book School-Home Connection

16 Nombre Fecha A pensar en Matemáticas! Capítulo 3 Estimados familiares: Su hijo está estudiando factores, múltiplos y el concepto de divisibilidad. Estos temas ayudan a su hijo a concentrarse en la formación de números a partir de factores y en la descomposición de números en factores. Además, ayudan a su hijo a explorar las relaciones que existen entre los números. En realidad, estas tres preguntas son la misma pregunta formulada de diversas maneras: El 56 divisible entre 3? El 3 es factor de 56? El 56 es múltiplo de 3? Su hijo también está aprendiendo que los factores primos son los componentes básicos de los números compuestos. Estos son algunos de los tipos de problemas con factores, múltiplos y números primos que resuelve su hijo. Cuál es el número secreto? Mayor que 40, pero menor que 70 Múltiplo de 8 Suma de los dígitos: 10 Usa las pistas en orden. El número secreto puede ser cualquier número del 41 al 69. Puede ser 48, 56 o es el único número cuyos dígitos suman 10. Cuáles son todos los factores de 36? Los pares de factores son números cuyo producto es el número dado: 1 y 36, 2 y 18, 3 y 12, 4 y 9, 6 y 6, o 1, 2, 3, 4, 6, 9, 12, 18 y 36 (9 factores en total). Solo los números cuadrados tienen un número impar de factores. Cuáles son los factores primos de 24? Los factores primos de 24 son 2, 2, 2 y 3. Estas actividades de práctica y el juego que está en la página siguiente ayudarán a su hijo a comprender los factores y los múltiplos. Anímelo a jugar a este juego con usted y con otros familiares. Descomposición en factores y números primos VOCABULARIO Estos son algunos de los términos de vocabulario que usamos en clase: Factor Un número que se multiplica por otro número para hallar un producto Múltiplo El producto de un número entero dado y otro número entero; , por lo tanto, 27 es múltiplo de 3 y de 9 Número primo Un número entero que tiene exactamente dos factores (1 y sí mismo) Número compuesto Un número entero que tiene más de dos factores La escuela y la casa Recursos para el maestro SHC11

17 Detective de números Este es un juego para dos jugadores. El objetivo del juego es adivinar un número secreto y obtener la menor cantidad de puntos. Diversión Cómo se juega Decidan quién será el detective de números y quién dará las pistas. El jugador que da las pistas piensa en un número secreto del 20 al 100 y escribe todas las pistas que se le ocurran sobre ese número. Ese jugador lee cada pista en voz alta. El detective de números intenta adivinar el número secreto con la menor cantidad de pistas posible. En cada ronda, el detective de números obtiene 1 punto por cada pista que haya usado para adivinar el número secreto. Este es un ejemplo de ronda: El jugador que da las pistas piensa en el número 81 y escribe estas pistas. El número es el 63? El número es el 72? El número es el 81? Si el detective de números adivina el número con 5 pistas, obtiene 5 puntos. Jueguen tres rondas más. Luego, sumen los puntajes. Gana el jugador que tiene menor puntaje. SHC12 Recursos para el maestro La escuela y la casa

18 Think Math! Chapter 4 Dear Family, Your child is beginning to study fractions. Students will approach fractions in two ways throughout the chapter. Fractions represent the operations of multiplication and division. For example, to find 3_ of 20, you can 4 either multiply 20 by 3 and then divide the product by 4 or divide 20 by 4 and then multiply the quotient by 3. Either way, the result is 15. Fractions represent numbers that can be shown, like every other number, on a number line. There are many ways of representing the same number. For example, 1_ is equivalent to 2_ and 3_ and A fraction greater than 1 can be represented as a fraction in which the numerator is greater than the denominator or as a mixed number. Find 2 of 25. Multiply Divide So, 2 of 25 is Compare 4 2. Find common denominators So, Represent 10 as a mixed number So, Locate 6 on the number line Since 6_ is equivalent to 3_, the two fractions are 8 4 at the same point on the number line. Use the examples here and the game on the back of this page to help your child understand fractions. Sincerely, Equivalence and Comparison of Fractions VOCABULARY Here are some of the vocabulary words we use in class: Equivalent Having the same value Common Denominator A number that may be evenly divided by each of the denominators of a given group of fractions Improper Fraction A fraction where the numerator is larger than the denominator School-Home Connection Teacher Resource Book SHC13

19 Fraction Arrangements For this activity, you will need 18 index cards, a marker, and a stopwatch or watch with a second hand. Take turns being the timekeeper. Getting Ready Use the index cards to make a set of 15 number cards, one each for the numbers 1 through 15. Then make three operation cards, one each with symbols,, and. Mix up the number cards, and place them face down in a pile. Directions Choose 4 cards from the pile, enough to make 2 fractions. Then make a number sentence with 2 fractions and one operation card. The timekeeper will time you. Your score is the number of seconds it takes to make a true number sentence. Here s an example: You choose these cards: You could make many number sentences. Here are two you could make. Play until everyone has had a chance to play the same number of times. The player with the lowest score wins. SHC14 Teacher Resource Book School-Home Connection

20 Nombre Fecha A pensar en Matemáticas! Capítulo 4 Estimados familiares: Su hijo está empezando a estudiar fracciones. En este capítulo, las fracciones se estudiarán de dos maneras. Las fracciones representan las operaciones de multiplicación y división. Por ejemplo, para hallar 3_ 4 de 20, se puede multiplicar 20 por 3 y luego dividir el producto entre 4 o dividir 20 entre 4 y luego multiplicar el cociente por 3. De cualquiera de las dos maneras, el resultado es 15. Las fracciones representan números que pueden ubicarse, como cualquier otro número, en una recta numérica. Hay muchas maneras de representar el mismo número. Por ejemplo, 1_ es equivalente a 2_ 5 10, a 3_ 15 y a 0.2. Una fracción mayor que 1 puede representarse como una fracción en la que el numerador es mayor que el denominador o como un número mixto. Halla 2 de 25. Multiplica Divide Por lo tanto, 2 de 25 es Compara 4 2. Halla los denominadores comunes Por lo tanto, Representa 10 como un número mixto Ubica 6 en la recta numérica. 8 es equivalente a 3_ Por lo tanto, Como 6_, las dos fracciones 8 4 están en el mismo punto de la recta numérica. Estos ejemplos y el juego que está en la página siguiente ayudarán a su hijo a comprender las fracciones. Equivalencia y comparación de fracciones VOCABULARIO Estos son algunos de los términos de vocabulario que usamos en clase: Equivalente Que tiene el mismo valor Denominador común Un número que puede dividirse equitativamente entre cada uno de los denominadores de un grupo de fracciones Fracción impropia Una fracción en la que el numerador es mayor que el denominador La escuela y la casa Recursos para el maestro SHC15

21 Rompecabezas de fracciones Para esta actividad, necesitarán 18 tarjetas de notas, un marcador y un cronómetro o un reloj con segundero. Túrnense para tomar el tiempo. Diversión Prepararse Usen las tarjetas de notas para hacer un conjunto de 15 tarjetas de números, una para cada número del 1 al 15. Luego, hagan tres tarjetas de operaciones, una para cada uno de los símbolos,, e. Mezclen las tarjetas de números y colóquenlas boca abajo en una pila. Instrucciones Elijan 4 tarjetas de la pila, que servirán para hacer 2 fracciones. Después, formen un enunciado numérico con dos fracciones y una tarjeta de operaciones. Uno de los jugadores tomará el tiempo. El puntaje que recibe cada jugador es la cantidad de segundos que demora en formar un enunciado numérico verdadero. Este es un ejemplo: Eligen estas tarjetas: Podrían formar muchos enunciados numéricos. Estos son dos de los enunciados posibles. Jueguen hasta que todos hayan tenido oportunidad de jugar la misma cantidad de rondas. Gana el jugador que obtiene el menor puntaje. SHC16 Recursos para el maestro La escuela y la casa

22 Think Math! Chapter 5 Dear Family, Your child will be studying multiplication of large numbers. Your child will follow a systematic way to multiply and record his or her work in a variety of ways, depending on what seems logical to the child. Each multiplication will make use of place value. So, 2-digit numbers will be thought of as tens and ones, 3-digit numbers as hundreds, tens, and ones, and so on. Here are two ways your child could multiply Use an area model. Add the partial products. Recording Multi-Digit Multiplication VOCABULARY Here are some of the vocabulary words we use in class: Partial Product The product of parts (usually parts of different place values) of each factor Use a puzzle. Write a vertical record. Combined Partial Product A combination of any of the partial products (but not the final product) of a multiplication problem Use the game on the back of this page to help your child understand multi-digit multiplication. Encourage your child to do this activity with you and other members of your family. Sincerely, School-Home Connection Teacher Resource Book SHC17

23 Out of the Blue Play this game with a family member. You ll need: slips of paper numbered 1 through 9 paper bag calculator Here s how to play: 1Put the slips of paper in a paper bag. One player picks 3 slips of paper to make a target number. Use the first pick as the hundreds digit, the second pick as the tens digit, and the third pick as the ones digit. 2Each player finds 2 numbers in the cloud whose product is as close to the target number as possible, but not greater than the target number. 3When both players have picked their numbers, check the multiplication with a calculator. If both products are less than the target number, the player whose product is closer gets 1 point. If only one player s product is greater than the target number, the other player gets 1 point. If both products are greater than the target number, neither player gets a point. 4Return the 3 slips of paper and pick 3 more from the bag. Make another target number, and play again. 5Play until someone scores 5 points and wins the game! Here s a sample game: The target number is 529. You choose 52 and 8 from the cloud. Your product is 416. The other player chooses 23 and 27 and gets a product of 621. The other player s product is greater than 529, but your product is not. So, you get 1 point. SHC18 Teacher Resource Book School-Home Connection

24 Nombre Fecha A pensar en Matemáticas! Capítulo 5 Estimados familiares: Su hijo estudiará la multiplicación de números grandes. Además, aprenderá una manera sistemática de multiplicar y anotará su trabajo de diversas maneras, dependiendo de lo que le parezca lógico. En cada multiplicación, se usará el valor posicional. Por lo tanto, su hijo pensará en los números de 2 dígitos como decenas y unidades, los números de 3 dígitos como centenas, decenas y unidades, y así sucesivamente. Estas son dos maneras en las que su hijo podría multiplicar Usa un modelo de área. Usa un crucigrama. Suma los productos parciales. Anota la multiplicación en forma vertical. Anotar maneras de multiplicar números grandes VOCABULARIO Estos son algunos de los términos de vocabulario que usamos en clase: Producto parcial El producto de las partes (generalmente los distintos valores posicionales) de cada factor Producto parcial combinado Una combinación de cualquiera de los productos parciales (pero no el producto final) de un problema de multiplicación El juego que está en la página siguiente ayudará a su hijo a entender la multiplicación de números de varios dígitos. Anímelo a realizar esta actividad con usted y con otros familiares. La escuela y la casa Recursos para el maestro SHC19

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